06 August 2012

Imagine : Chapter One

In the first chapter of the "Alone" portion of Imagine, Jonah Lehrer explores "the stumped phase of creativity". Its not difficult to relate to the idea of trying to solve a problem, being incredibly frustrated, and then a solution popping out of thin air. Lehrer says,

"...these negative feelings are actually an essential part of the process because they signal that it's time to try a new search strategy. Instead of relying on the literal associations of the left hemisphere, the brain needs to shift activity to the other side, to explore a more unexpected set of associations. It is the struggle that forces us to try something new." (p. 17).

What do these ideas mean for us as educators? Is it important for us to create prompts and situations to solve problems, and encourage children to think outside of the box? An "aha!" moment cannot be staged, it must come naturally...right?

As teachers, there are moments when we struggle to think outside of the box, for example, having a bit of a "planning rut", where you can't seem to think of anything new.

What are your thoughts on the first chapter, either related to the ideas above or not? What jumped out at you?

Please share! Please use the comments section as a way to discuss; feel free to bring some new thoughts about chapter one to the table!

We are reading Imagine : How Creativity Works by Jonah Lehrer this month. For more information on the read-along, you can see the discussion schedule here.

One of the worst things we do is rush kids! That "Here's one sheet of paper: Don't blow it!" mentality forces kids to rely on the first things that come to mind, to play it safe and try to finish within the allotted time (which is always too short!) We need to find ways to provide time and space for kids to explore and elaborate on their ideas. Sketchbooks are one way of doing this.

I absolutely agree that the "rush" of school is probably one thing that can inhibit creativity. There is nothing wrong with having unfinished business when a class ends in theory, and it would likely get children to dig a bit deeper before deciding on what an end result might be. But perhaps the fact that an end result is always the goal, rather than the process, that presents a problem!

The same goes for teaching - especially in Early Childhood Education, where, unless you are doing our planning in the evenings/in our free time (and of course we are!), preschool teachers are often allotted "30 minutes a week" or a time restraint like that. I have always needed collaborative time with others to think out loud, but I think many of my favorite teaching ideas come from "aha" moments while watching the children at play. I love how Lehrer shares Harry West's idea that this is the "anthropologist phase" (p. xii). I personally feel like many of my favorite moments come from that part of teaching - and maybe it is just watching the children be creative that is inspiring.

Yes- Tina. And children are programmed to rush. When I ask students to take their time and not worry about finishing in a class period (42 minutes), it's like they don't believe me. . . or they don't know how to slow down! In fact, I have an anecdote to share. My students and I utilize sketchbooks every single day in every class period. I usually allot 10 minutes or so for sketchbook time before we move on. Every day, I reassure my students that it is okay not to finish a drawing; a sketchbook is a place where things can be revisited and changed at any time! I ALWAYS, EVERY CLASS PERIOD, have a student who rushes sketchbook time and tells me they are done, sometimes within a matter of seconds (literally)!!! I tell them to go back to what they've drawn and take their time, or turn to a fresh page and draw something entirely new. Today, this very thing happened. But when I gave my spiel, the student said, "you know what? I did rush that. . . I'm gonna draw something and take my time. I'll draw a face." And I responded by saying that was a wonderful idea and that there is never a rush! If he wanted, he could take a the whole quarter (weeks on end) to work on a drawing. The face he gave me when I said that was priceless. I am certain he thinks I am off my rocker for even suggesting taking weeks for a drawing! Lol. It is a very difficult task to un-do what has been done. . .At the very end of the chapter, Lehrer talks about re-writing possibilities!!! This is something that struck a chord with me, in more than one way. I feel like I am continually grappling with re-writing possibilities- whether it's getting kids out of their comfort zone, or re-structuring lessons or prompts to foster more critical and creative thinking. . . re-writing/offering more possibilities! I just love that phrase for some reason. I think I'd like to read my students some segments from this chapter. Maybe it would help them to know that struggle is a part of problem solving and creativity that everyone encounters- you have got to go through that impasse stage to get to the good stuff! Hmm. . . I'm curious to see how they might respond :)

I knew I wanted to chime in when I read about the rushed sketchbooks! I believe we teach different age groups, but despite that, I have always used sketchbooks as a classroom tool. With fours and fives, it is only about 5 minutes. Encouraging children to add more details, start a new picture...with younger ones, I have felt like it is a long journey to sketchbook excitement for some, so those prompts do not always work. I am usually direct with the media for the sketchbook, and less direct with the what". So many little ones are not yet representational, and getting excited about different mediums is a big priority for me. Maybe this is a way of offering new possibilities - with that blank page and a black pen, some children might not feel the urge, the need, or the desire to create something. An oil pastel could change their mind!

I think it would be great to read some segments of this to students. I've also read aloud and played music as prompts for children's sketchbook work. Perhaps having students listen to "Like a Rolling Stone" and having them try to imagine the conditions it was written in...hmmm...

yes! i am currently teaching middle school. . . my interests lie with early childhood :) though, i enjoy working with ALL kids! i'm glad we are all in agreement with using sketchbooks as a creative tool! allie, you make such a great point. i need to get back to offering materials for sketchbooks rather than prompts! i think it really does foster more experimentation and open-ended creation. good idea with the music prompts, too! i always play music, but haven't necessarily used music as a prompt! i think my kids would like that, immensely! :)

Another thought about the "here's one sheet of paper: don't blow it". . . I'm not sure why educators don't provide sufficient time for planning. You're completely right in that sketchbooks are a wonderful tool to teach students to draft plans (sketches, lists, etc) for what they'd ultimately like to do! Experimentation! :) And, as I say, "erasers are our friends." It's okay to mess up! Also, offering more than one type of material to help kids conceive of their ideas. . .

Again, agreed. Perhaps encouraging students to have a running list of sketchbook ideas written inside the cover, or on a page in the book, that they can revisit when they feel stumped? This way, when they have an "aha!" moment but are in the middle of something else (as we often are when we get great ideas), they can put them on the list. I have a huge post-it problem..I often end up with them all around my disk and in my notebook when I have moments that I need to remember. Or perhaps you could have a list on the wall...or a wall where students can go up and add ideas (a chalkboard, a post-it wall...) to share those moments with everyone!

A running list on the inside cover is a wonderful idea. I am just the same with post-it notes!!!! They are everywhere!!!!!! in my notebook/sketchbook, all over my desk and computer screen! :) Post-its are a tremendous tool for my own creativity and organization of thoughts. I do have a bulletin board in the classroom dedicated to sketchbook ideas and a post-it wall to share ideas, but as much as i encourage kids to interact with it, it always seems left to the wayside- any ideas to get kids more engaged with sharing ideas?!